과업중심교수법을 활용한 신학교 교양영어수업의 학생들 인식 연구

A study of the implementation and students’ perception of TBLT in college English courses in Seminar

The purpose of this paper is to examine the students’ experiences in Task Based Language Teaching (TBLT) in freshman’s College English Course in Seminary. College English course, focusing on students’ learning experience and perceptions were studied. TBLT is one of the communicative language teaching method which focuses on using authentic material to carry out meaningful tasks in order to develop learner’s target language. This research invites two freshman English classes (Theology and Christian Education Major) implementing TBLT approaches and examine their prior experiences in English learning at the beginning of the course and their experiences in a TBLT approach at the end of the course. Two surveys were performed for this and focus interview was also added to hear more about students’ underlying thoughts. The survey result showed that in terms of their prior experiences in English learning, both majors did not display significant difference and they both felt they weren’t competent in productive skills such as speaking and writing. Both groups said they had experienced communicative language teaching method and half of them felt good about it but the other half felt negative about such approach. Post survey revealed that the new way of using TBLT for college students were very positive for these students. They understood the value of TBLT and generally satisfied with this approach. However, there was a significant difference between Theology and Christian Education majors with regard to their satisfaction of collaborative work. While Theology students were highly content with working together despite of the different levels of English skills existed in each group, Christian Education found it somewhat unproductive when the group was formed with different levels and individuals with different motives. This leads to next step for English instructors to consider when implementing TBLT and more suggestions and recommendations are discussed. All in all, TBLT positively influenced students’ academic achievement as well as their affective factors in English learning but must be dealt with carefulness to meet individual needs.